We propose and test a theoretically grounded structural model of our postulation, providing insights into how students’ COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID.
Numerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students’ social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses.
All seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model.
We advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.
